PEER-REVIEWED ARTICLES
Rice, M. F. & Ávila, J. (2024). Online information: Theorising pedagogical attunements through technofeminist perspectives. Digital Culture & Education, 15(1), 54-70. Available at: https://www.digitalcultureandeducation.com/volume-151
Pandya, J. Z. & Ávila, J. (2023). CDL in the middle years classroom: Where we started and what might yet be. Literacy Learning: The Middle Years, 31(2), 40-48.
Ávila, J. (2022). A pedagogical grey crayon: Dewey’s habit, assumption analysis, and thoughtful practice. Irish Educational Studies, 43(4), 737-749. DOI: 10.1080/03323315.2022.2148263
Ávila, J. (2021). #MultimediaResponse: Instagram as a reading activity in a university English class. Journal of Adolescent & Adult Literacy, 64(5), 531-541.
Ávila, J. (2020). Creative and autobiographical response as counter-story. California English Journal, 26(2).
Ávila, J. (2018). Complaint ‘devices of art’: Enlisting Dewey to question mandates. Teachers College Record. ID Number: 22548.
Pandya, J. Z. & Ávila, J. (2016). Inequitable variations: A review of research in technology, literacy studies, and Special Education. Literacy (United Kingdom Literacy Association), 51(3), 123-130.
Ávila, J. (2013). Participatory culture gets schooled: Reflections on a digital literacies course. Teaching Education, 24(1), 97-111.
Ávila, J. (2012). The Fight’s not always fixed: Using literary response to transcend standardized test scores. English Journal, 102(2), 101-107.
Ávila, J., & Moore, M. T. (2012). Critical literacy, digital literacies and Common Core Standards: A workable union? Theory into Practice, 51(1), 27-33.
Ávila, J., Zacher, J. C., Griffo, V. B., & Pearson, P. D. (2011). Conducting Instructional intervention research in the midst of a state takeover. Pedagogies, 6(4), 30-45.
Ávila, J. (2008). A Desire path to digital storytelling. Teachers College Record. http://www.tcrecord.org. ID Number: 15463.
BOOK CHAPTERS
Moore, M., Zancanella, D. & Ávila, J. (2016). National standards in policy and practice. In D. Wise, L. Hayward & J. Z. Pandya, (Eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment (pp. 984-996). Sage Publications Ltd.
Ávila, J. (2015). Traveling down a desire line: Surviving where academia and community meet. In C. Gerstl-Pepin & C. Reyes (Eds.) Reimagining the Public Intellectual in Education: Making Scholarship Matter (pp. 109-116). New York: Peter Lang.
Moore, M., Zancanella, D. & Ávila, J. (2013). Text complexity: The battle for critical literacy in the Common Core State Standards. In J. Z. Pandya & J. Ávila, (Eds.) Moving Critical Literacies Forward: A New Look at Praxis Across Contexts (pp. 129-145). New York, NY: Routledge.
Pandya, J. Z., & Ávila, J. (2013). Making the road by talking: Moving critical literacies forward. In J. Z. Pandya, J. & J. Ávila (Eds.) Moving Critical Literacies Forward: A New Look at Praxis Across Contexts (pp. 1-15). New York, NY: Routledge.
Ávila, J. & Pandya, J. Z. (2012). Traveling, textual authority, and transformation:An Introduction to critical digital literacies. In J. Ávila & J. Z. Pandya, (Eds.). Critical Digital Literacies as Social Praxis: Intersections and Challenges (pp. 1-12). New York, NY: Peter Lang.
Ávila, J., Underwood, C. & Woodbridge, S. (2008). “I’m the expert now”: Digital storytelling and transforming literacies among displaced children. In D. McInerney & A.D. Liem (Eds.) Research on Sociocultural Influences on Motivation and Learning: Teaching and Learning: International Best Practice (Vol. 8) (pp. 349-376). Charlotte, N.C.: Information Age Publishing.
GUEST EDITING
Ávila, J. & Greenwalt, K. (2023). The Journal of School & Society: The Role of Philosophy in Initial Teacher Preparation, 9.1.
Barnes, M. & Ávila, J. (2020). English Teaching: Practice and Critique: Critical literacies in community contexts, 19(1).
Ávila, J., & Pandya, J. Z. (2012). Theory into Practice: The future of critical literacies in US schools, 51(1).
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